AEA 9 E2T2 Consortium: Math Project with Integrated Technology

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AEA 9 E2T2 Consortium Math Project with
Integrated Technology

• Mississippi Bend AEA 9
• Bettendorf, IA
• 2005

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AEA 9 E2T2 Grant Overview

• Focus Area Math Problem Solving
• Grade Level 7th - 11th
• Goals
• ? To improve the quantitative and
• technological abilities of all middle and
• high school students
• ? To improve the quality of math instruction
• ? To increase the of students successfully
  completing Algebra I and take
  additional higher level math courses

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Professional Development

• Cognitive Tutor Algebra I Training Sessions
• Trainers Carnegie Learning Certified
  Implementation Specialists (CIS)
• Course materials Carnegie Learning Training
  Packets
• Text Johnson, Johnson Holubec. (1994).
  Cooperative Learning in the Classroom and
  ancillary materials
• A three day (21 hours) training session models
  classroom implementation of Cognitive Tutor
  Algebra I with fidelity
• Teachers work through scenarios in groups,
  experiencing the Algebra I curriculum as students
  
• Teachers interact with the Computer Tutor,
  experiencing the software as both student and
  teacher

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Training Session Topics

• Day 1 - Research and learning theory behind
  development of Cognitive Tutor and Cooperative
  Learning Strategies
• Day 2 - Pacing, Assessment and Grading
• Day 3 - Implementation Planning and
• AEA and Carnegie Learning
• Supports

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Cognitive Tutor Algebra I Support

• 7 monthly, one-hour ICN sessions
• Listserv for teacher-teacher communication
• Distribution list for program leader-teachers
  communication
• Demonstration sites (2)
• Videoconferencing units for teacher coaching and
  professional learning communities
• Technical support - AEA and Carnegie Learning
• K-12 Community - Carnegie Learning Web

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Successful Implementation Factors

• Teachers choose to participate
• Teachers have confidence the program will engage
  and motivate their students and will impact their
  own professional development
• Classes mirror optimal teaching conditions
• High quality training is followed by continuing
  professional development in using the curriculum
• Access to computers and network is robust
• Teachers have strong administrative support
• Songer, Lee and Kam. (2002). Technology-rich
  inquiry science in
• urban classrooms What are the barriers to
  inquiry pedagogy?
• Journal of Research in Science Teaching, Vol.
  39, (2), pp.128-150

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Implementation Rubric (5-0)

• Implementer Characteristics
• Student Engagement
• Program Status
• Student Access to Computers
• Administrative Support
• Program Implementation

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Site Visit Results
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Internal Assessment Tools

• Algebra - 3 subtests given in one or two class
  sessions
• Part A - 55 item Forced Choice instrument
• 25 item Survey (Likert 1-5)
• 30 item Multiple-Choice (A-E) test
• Part B - 8 item Constructed Response instrument
• Geometry same format as Algebra
• Assessment History
• Algebra
• Baseline - May 2003 (N 1,145)
• Year 1 (2003-04) - April 2004 (N 1,392)
• Year 2 (2004-05) pre- and posttest - (N 2,070)
• Year 3 (2005-06) pre-test - (N 2,060)
• Geometry
• Baseline pre- and posttest - 2004-05 (N 76)
• Year 1 (2005-06) pre-test - (N 220)

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Student Grade Level Demographics
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2004-05 Student N Size for Disaggregated Data
Subgroups
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Teacher-District Demographics
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2004-05 Disaggregated Data (High Implementers)
Constructed Response Section
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2004-05 Disaggregated Data Gain Comparison
Constructed Response Section
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2004-05 Disaggregated Data (High Implementers)
Multiple Choice Section
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E2T2 Math Project 2005-06

• In addition to the on-going Algebra I
  implementation, 5 districts are now implementing
  Cognitive Tutor Geometry 3 districts are
  piloting Cognitive Tutors new Bridge to
  Algebra (at their own expense) and 1 district is
  piloting Integrated Math 1
• Teachers are actively engaged in assessment work
  and classroom research
• The number of videoconferencing units has
  increased, facilitating more teacher-teacher
  coaching and observation and virtual site visits
• A partnership with the Iowa Testing Program on
  assessments and
• data analysis
• Longitudinal Correlation Studies
• Enrollment in Advanced Math Science for
  subgroup populations
• Effect on student scores on the ITED mathematics
  subtest

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Additional Information

• Mississippi Bend Area Education Agency
  http//www.aea9.k12.ia.us/06/e2t2_index.php
• Sally Rigeman, E2T2 Program Leader
  srigeman_at_aea9.k12.ia.us
• Nancy McIntire, Media Videoconferencing
• nmcintire_at_aea9.k12.ia.us
• Iowa Professional Development Model
• http//www.state.ia.us/educate/ecese/tqt/tc/pdmtm
  /state.html
• Carnegie Learning http//www.carnegielearning.com